MELTEM KÜRTÜNCÜ, ŞULE ERGÖL, Birsel Canan DEMİRBAĞ

Problem çözme envanterinin 10-14 yaş grubu çocuklarda uygulanması

AMAÇ: Bu çalışma, bir ilköğretim okuluna devam eden 10-14 yaş grubu öğrencilerde problem çözme becerisini belirlemek amacıyla yapılmıştır. YÖNTEM: Çalışma, Zonguldak il merkezindeki bir ilköğretim okuluna devam eden 10-14 yaş grubundaki öğrenciler ile yapılmıştır. Çalışma tanımlayıcı nitelikte olup, veriler Nisan-Mayıs 2011 tarihleri arasında toplanmıştır. Çalışmanın yapıldığı ilköğretim okuluna devam eden ve verilerin toplandığı günlerde okulda bulunan 312 öğrenci çalışmaya alınmıştır. BULGULAR: Öğrencilerin cinsiyetine göre kaçınma puanları; sınıf seviyelerine göre özdenetim puanları; baba meslek durumuna göre özdenetim ve kaçınma puanları; baba eğitim durumuna göre kaçınma puanları; boş zamanları değerlendirme durumuna göre özdenetim puanları; okul kulüplerine katılma durumuna göre kaçınma puanları; sıkıntıyı konuştuğu kişiye göre problem çözme becerisi; kendisini anladığına inandığı kişilere göre problem çözme becerisi, özdenetim ve kaçınma puanları arasında anlamlı farklar bulunmuştur (p

Implementation of problem solving inventory in children 10-14 age group

AIM: This study was conducted with elementary school students, 10-14 years of age, for the purpose of determining their problem-solving skills. METHOD: The study was carried out at an elementary school located in the provincial center of Zonguldak with a group of pupils, ages 10-14. The research was designed as a descriptive study; data was collected over the period April-May 2011. A group of 312 children were included in the study, all of them being in attendance at the elementary school where the study took place on the days on which data was collected. RESULTS: Significant differences were seen between the students' avoidance scores according to their gender, between their self-control scores according to the grade they were in, between their self- control and avoidance scores according to their fathers' vocation, between their avoidance scores according to their fathers' education, between their self-control scores according to how they spent their leisure time, between their avoidance scores according to their participation in school clubs, between problem-solving skills according to the person they confided in about their problems, and between problem-solving skills, self-control and avoidance scores according to the people the students felt understood them (p<0.05). The total scores in the inventory taken indicated significant differences between students in terms of the grade they were in, their fathers' vocations, their mothers' education, how they spent their leisure time, and the way they shared their problems (p<0.05). CONCLUSION: It was found that the students' problem-solving skills showed differences depending upon their gender, their grade in school, their fathers' education and occupation.

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